EQUITY AND SEL PART II:Districts Share Strategies and Best Practices)

Stephanie Andrews, Tulsa Public Schools

Jamie Lomax, Tulsa Public Schools

Melissa Schlinger, CASEL

Justina Schlund, Chicago Public Schools

Introductions

Melissa Schlinger

Vice President of Practice and Programs, CASEL

Stephanie Andrews

Director of Student Engagement, Tulsa Public Schools

Justina Schlund

Executive Director of the Office of Social and Emotional Learning, Chicago Public Schools

Jamie Lomax

Director of Organizational Learning & Equity, Tulsa Public Schools

WHAT IS SOCIAL AND EMOTIONAL LEARNING (SEL)?

SEL CURRICULUM

& INSTRUCTION

SELF-

AWARENESS

SELF-

MANAGEMENT

RESPONSIBLE

DECISION-

MAKING

RELATIONSHIP

SKILLS

SOCIAL

AWARENESS

Social and

Emotional

Learning

(SEL)

What does SEL look like in aclassroom, school, community?

DISTRICT THEORY OF ACTION

Build Foundational Support and Plan for

SEL

Build Adult SEL Knowledge,

Competencies, & Capacity

Promote SEL for Students

Use Data for Continuous

Improvement

Short-Term • Social and Emotional Skills• Improved Attitudes about Self, Others,

and Tasks• Perceived Classroom and School

ClimateIntermediate

• Positive Social Behaviors and Relationships

• Academic Success• Fewer Conduct Problems• Less Emotional Distress• Less Drug Use

Long-Term• High School Graduation• College/Career Readiness• Safe Sexual Behaviors• Healthy Relationships• Mental Health• Reduced Criminal Behavior• Engaged Citizenship

STUDENT OUTCOMES

Framework for Systemic School and District SEL

2011

Anchorage, AK Austin, TX Cleveland, OH

2012Chicago, IL DuPage Co. IL Nashville, TN Oakland, CASacramento City, CA Washoe County, NV Warren City, OH Youngstown, OH

2015

Atlanta, GA

2016

El Paso, TX

2017

Boston, MA Dallas, TX Denver, CO Palm Beach, FLL Tulsa, OK

2018

Directly serving 1.6M students

Collaborating Districts Initiative (CDI)

Baltimore, MD Minneapolis, MN

SEL leads and Equity leads from each district, working together to:

• Intentionally focus on aligning and integrating SEL and equity work within each district

• Share and learn from other districts

• Inform the development of tools and resources for the field

CDI Equity Work Group

Tulsa Public Schools

Tulsa Public Schools: Who we are

IEP 5.6%

Gifted and

Talented

11%

English Language

Learner

19%

Free / Reduced

Lunch

73%

American Indian 5%

Asian 2%

African American 25%

Hispanic 33%

Caucasian 25%

Pacific Islander 0%

Multiracial 9%

Female 49%

Male 51%

Our journeyon this path

Tulsa has a complicated racial history with deep roots of racial tension, partly as a result of the Tulsa Race Riot or Tulsa Massacre of 1921.

This history was undiscussed & untaught for decades, leading to generations of mistrust, ignorance and division in the city and schools.

All children deserve the opportunity to develop their full academic and social potential. Valuing equity means that we must provide resources and supports matched to student need, for every student in every school. Our diversity is a community treasure, and we must foster an inclusive environment by examining biases and resolving unfair practices.

Tulsa Public Schools:Equity anchors our work

Tulsa Public Schools:Destination Excellence

Leading for Equity 2016-2017• School Board

• Super Team

• Extended Leadership Team

• School Leaders

Our journeyon this path

Tulsa Public Schools: Essential Questions

So they can develop as

people and feel safe to engage in rigorous work?

To feel a deep

sense of belonging & safety

What do students need…

In which students social, emotional

and academic needs are met?

To foster healthy

classrooms

What do teachers need…

WE ARE LEARNERS

WE WILL LEARN, APPLY, REFLECT, ADJUST AND PERSIST TOGETHER.

MASTERFUL TEACHING: Teachers will work together to ignite the joy of learning by building their collective knowledge and continuously expanding their mastery of content and the instructional practices needed to provide powerful and engaging instruction to students with diverse needs and interests.

SUPPORTIVE LEARNING: As a collective, we will provide resources and supports matched to student need to ensure that all students--including those who are struggling and those who are thriving--receive what they need to develop their full academic and social potential.

• EQUITY AMBASSADORS• NEW TEACHER EXPERIENCE

WE ARE CONTRIBUTORS

WE WILL CONTRIBUTE TO THE WELL-BEING AND SUCCESS OF OUR STUDENTS AND SCHOOLS.

SAFE, SUPPORTIVE, JOYFUL LEARNING ENVIRONMENTS: Students, teachers and leaders—working with families and communities partners—will foster safe, supportive, and joyful learning environments that emphasize acceptance and inclusion for all students in all schools.

• SCHOOL LEADER INSTITUTE DEEP DIVE

CULTURE OF CARE AND RESPECT: Students will positively contribute to their communities by respecting themselves and others; displaying empathy, acceptance, and kindness; and solving disagreements respectfully and peacefully. Educators and support staff will model the same care and respect.

• COMMUNITY CONVERSATIONS

WE ARE DESIGNERS

WE WILL IMPROVE LEARNING, SOLVE PROBLEMS AND BRING IDEAS TO LIFE THROUGH INNOVATIVE AND INTENTIONAL DESIGN.

INNOVATION: Students, teachers, leaders and all district staff will solve problems and address challenges using an approach that is user-centered and allows for imaginative and explorative thinking and collaboration.

• LIBERATORY DESIGN

Tulsa Public Schools:How do SEL & equity departments collaborate?

Superintendent

Destination Excellence

Chief of Schools

Student & Family Supports

Director of Student

Engagement

(SEL Lead)

Chief of Teaching & Talent

Talent Management

Director of Organizational

Learning & Equity

(Equity Lead)

Chicago Public Schools

Chicago Public Schools: Who we are

Chicago Public Schools: Equity as a moral imperative

MORE EQUITABLE EQUITY

Chicago Public Schools:Office of Social & Emotional Learning

Supportive School Communities & RelationshipsDevelop supportive school communities with high levels of relational trust.

Social & Emotional Skills DevelopmentPromote students’ social & emotional skills development.

Staff Mindsets & Capacity to Support Student BehaviorsFoster staff mindsets and capacity to respond to student behaviors compassionately, restoratively, and equitably.

District Equity Issue:

Access to educational opportunities/resources and student outcomes vary by race, socioeconomics, IEP status, etc.

SEL Equity Issue:

SEL implementation often focuses on teaching students [white, middle class] skills and overlooks the role of race, ethnicity, culture.

SEL can be viewed as a behavior management strategy for “some” kids

Chicago Public Schools:Equity & SEL

CPS Strategy 1:

Develop organizational commitment to equity

• Develop a cohesive district action plan around race & equity that aligns and identifies highest-leverage efforts to improve equity in student outcomes.

• Ensure all CPS staff integrate a race & equity lens in developing and examining district policies, practices, data, curriculum, and resource allocation in order to eliminate barriers that have historically oppressed students and communities based on race and societal factors.

Source: Annie E. Casey Foundation

Chicago Public Schools:7 Key Steps for Advancing Equity

1. Establish an understanding of race, equity, and inclusion principles

2. Engage affected populations and stakeholders

3. Gather and analyze data

4. Conduct systems analysis of root causes of inequities

5. Identify strategies and resources to address root causes

6. Conduct assessment for all policies and decision-making

7. Continuously evaluate and adapt strategies

CPS Strategy 2:

Relationship-centered SEL practices

Supportive learning communities founded on caring relationships

• School Climate Standards and self assessment• Restorative Practices • Trauma-Sensitive Environments• Multi-Tiered Systems of Support for SEL • Adult SEL and Staff Community Building

CPS Strategy 3:

Redefine SEL as a tool for social justice

1. Most vulnerable students are suspended at the highest rates

2. Students’ risk of suspension more strongly tied to their school than their background.

3. Majority of CPS suspensions come from a minority of schools suspending at extremely high rates.

4. Schools with higher suspension rates have worse learning climates, even when compared to schools serving similar student populations.

Chicago Public Schools:Confront inequities in education

• Assess impact of policy on inequities and engage community to address these issues

• Increase transparency of data, including by subgroups

• Provide targeted and ongoing school-based resources, professional learning, and coaching to support practices

Chicago Public Schools:Student Voice

Connect SEL with Student Voice, Civic Engagement & Racial/Cultural Identity

• Culturally Sustaining Pedagogy

• Student Voice as a core component of Supportive Schools/School-wide SEL

• Agency, Authority and Identity as core component of classroom practice (TRU Framework)

• Bias, Racism and Current Events as Learning Opportunities